individual accountability

Students in vocational practical courses start with uneven skills, so an instructional model has to cope with that gap without losing sight of individual accountability. This quasi-experimental pretest–posttest study compared Team Assisted Individualization (TAI) with conventional instruction in a Fabric Embellishment Techniques course of a Diploma III Fashion Design program. Two intact parallel classes of 13 students each (N = 26) took part in the second semester of academic year 2024–2025, and a lottery decided which class received TAI. Practical performance was scored on a 0–100 scale before and after instruction. The TAI class rose from 72.38 to 88.85 and the conventional class from 70.77 to 81.31, mean gains of 16.46 and 10.54 points. The classes did not differ significantly at pretest (p = .231), although the TAI class started 1.62 points higher. At posttest the difference was 7.54 points, t(24) = 4.42, p < .001, and the difference in gains was 5.92 points, t(24) = 6.48, p < .001. Because each condition was delivered to a single intact class, these student-level tests cannot separate the teaching model from class-specific influences, and the results are best treated as preliminary evidence.

Student engagement and participation are essential for interactive elementary science and social studies (IPAS) learning. Limited involvement in questioning, expressing opinions, and teamwork may hinder meaningful learning. This study examined changes in engagement and participation during the implementation of the Teams Games Tournament (TGT) model at SDN Karawang Wetan III. Classroom action research involved 30 students across a pre-cycle and two intervention cycles. Classroom observations assessed seven engagement and seven participation indicators. Descriptive analysis showed improvements in both outcomes. Engagement increased in attention, enthusiasm, active involvement, peer interaction, persistence, and responsibility. Participation improved in questioning, answering, expressing opinions, discussion, cooperation, tournament involvement, and task completion. Reported percentages represent mean indicator-level observation scores rather than proportions of students meeting specific criteria. The findings suggest that structured teamwork, academic games, and individual accountability can provide practical opportunities for collaborative IPAS learning. Teachers should establish clear team roles and encourage individual contributions and questioning. Because the study involved one school and two cycles without a control group, the findings are context-specific and do not establish causality. Future research should examine multiple schools, longer implementation, sustained improvements, and relationships with IPAS achievement.

This study examined the implementation of The Power of Two strategy in developing students’ thinking abilities in Islamic Religious Education at SMP Integral Hidayatullah Sangatta. A descriptive qualitative field-research design was employed. Data were collected through classroom observation, semi-structured interviews with the Islamic Religious Education teacher and selected eighth-grade students, and documentation. Data analysis involved condensation, display, and conclusion drawing, with credibility strengthened through source, technique, and time triangulation. The findings showed that the strategy was implemented through communicating objectives and presenting a contextual problem, individual thinking, pairing, comparing answers, constructing a joint response, presentation, clarification, and reflection. The sequence enabled students to formulate initial ideas, examine different reasons, correct misconceptions, construct more logical conclusions, and communicate religious understanding with greater confidence. The developed abilities included analytical understanding, argumentation, evaluation, synthesis, metacognitive awareness, motivation, and social-religious attitudes. The strategy increased participation, deepened conceptual understanding, strengthened confidence, focused peer interaction, and made classroom monitoring easier. Its limitations were unequal contribution, dependence on partner compatibility, limited viewpoints, possible shared misconceptions, and time-management demands. These constraints were addressed through individual written responses, dynamic pair formation, clear roles and time limits, teacher monitoring, representative presentations, and final clarification. The study concludes that The Power of Two supports meaningful Islamic Religious Education when individual accountability is maintained, pair interaction is structured, and reflection is connected to Islamic values.

این پژوهش به بررسی اجرای راهبرد The Power of Two در توسعه توانایی‌های تفکر دانش‌آموزان در درس آموزش دینی اسلامی در مدرسه متوسطه Integral Hidayatullah Sangatta پرداخته است. این مطالعه با رویکرد کیفی توصیفی و به صورت میدانی انجام شده است. داده‌ها از طریق مشاهده کلاسی، مصاحبه‌های نیمه‌ساختاریافته با معلم آموزش دینی اسلامی و دانش‌آموزان منتخب پایه هشتم و همچنین اسناد جمع‌آوری شده‌اند. تحلیل داده‌ها شامل تقطیع، نمایش و نتیجه‌گیری بوده و اعتبار نتایج از طریق مثلث‌سازی منبع، فن و زمان تقویت شده است. یافته‌ها نشان داد که این راهبرد از طریق اعلام اهداف و ارائه یک مسئله زمینه‌ای، تفکر فردی، جفت‌سازی، مقایسه پاسخ‌ها، ساخت پاسخ مشترک، ارائه، شفاف‌سازی و بازتاب اجرا شده است. این توالی به دانش‌آموزان امکان داد تا ایده‌های اولیه را شکل دهند، دلایل مختلف را بررسی کنند، سوءبرداشت‌ها را اصلاح نمایند، به نتایج منطقی‌تر برسند و درک دینی خود را با اعتماد به نفس بیشتری بیان کنند. توانایی‌های توسعه‌یافته شامل درک تحلیلی، استدلال، ارزیابی، ترکیب، آگاهی فراشناختی، انگیزش و نگرش‌های اجتماعی-دینی بود. این راهبرد مشارکت را افزایش داد، درک مفهومی را تعمیق بخشید، اعتماد به نفس را تقویت کرد، تعامل همسالان را متمرکز نمود و نظارت کلاسی را آسان‌تر ساخت. محدودیت‌های آن شامل مشارکت نابرابر، وابستگی به سازگاری زوج‌ها، دیدگاه‌های محدود، امکان اشتراک سوءبرداشت‌ها و نیاز به مدیریت زمان بود. این چالش‌ها از طریق پاسخ‌های کتبی فردی، تشکیل زوج‌های پویا، تعیین نقش‌ها و محدودیت زمانی شفاف، نظارت معلم، ارائه نمایندگان و شفاف‌سازی نهایی برطرف شد. پژوهش نتیجه می‌گیرد که راهبرد The Power of Two زمانی که مسئولیت‌پذیری فردی حفظ شود، تعامل زوج‌ها ساختارمند باشد و بازتاب به ارزش‌های اسلامی پیوند یابد، از آموزش دینی اسلامی معنادار حمایت می‌کند.